The relations between students' value orientations, decisions in conflicts between on-task and off-task actions in the classroom, and experiences of motivational interference following these conflicts were investigated. It was expected that well-being value orientation was positively linked and achievement value orientation was negatively linked…

Relations between early problem behavior in preschool classrooms and a comprehensive set of school readiness outcomes were examined for a stratified random sample (N = 256) of 4-year-old children enrolled in a large, urban school district Head Start program. A series of multilevel models examined the unique contribution of early problem behavior…

The second edition of CHAMPS helps classroom teachers design (or fine tune) a proactive and positive classroom management plan that will overtly teach students how to behave responsibly. The new 2nd edition includes tips and resources to make this definitive guide to classroom management even more user-friendly. CHAMPS strategies are easy to…

Developments in Educational Technology during the last three decades, has provided both learners and instructors with a rich source of instructional material. Although we welcome the increasing use of digital material in the classroom environment, we argue that the learner is still remains as a passive actor in the educational process. In this…

To increase students' time-on-task, the author uses organizational strategies that apply to the laboratory and to the classroom: planning, goal definition and motivation, and mechanics. (JOW)

This report describes a program designed to increase students' on-task behavior. The students in the sample population consisted of kindergarten, first, and fifth graders. These classrooms are located in a community in northern Illinois. The problem of student behavior adversely affecting on-task behavior was well documented through a review of…

To determine the effects of interruptions on teachers' and pupils' morale and work, a descriptive correlational study was conducted using a survey of 65 teachers and 62 pupils in 8 urban elementary schools. The survey, conducted from November 1980 through June 1981, consisted of open-ended and closed-ended items and was administered to teachers…

Research on teacher effectiveness addresses questions about how teachers bring about desirable student outcomes. Until recently, most research has focused on long-term outcomes, such as achievement gains over one year. Short-term outcomes--students' immediate responses to instruction--are also important. Four categories of short-term student…

This final report summarizes the purpose, procedures, and results of a study, initiated in 1980, which investigated the interrelationships among motivational variables related to 423 fourth through sixth grade students' sense of efficacy in the classroom, or classroom motivation. Sense of efficacy was initially defined as a student's perception of…

Achievement goal theory (AGT) has shown great promise as a framework for developing motivational climates that positively influence student motivation (Nicholls, 1984, 1989). AGT was developed as researchers began to question how students measure their success in achievement settings such as sport or physical education (PE). The theory proposes…

The Center for Educational Policy and Management at the University of Oregon has developed a professional development term for improving teaching skills of secondary school teachers. The content of the program has been drawn from two major categories of instructional research: (1) classroom management and organizational strategies that promote and…

This Master's degree project developed a program for decreasing disruptive student behavior in order to increase the amount of on-task time in the classroom. Types and occurrences of disruptive behavior were documented over a 6-week period in two classrooms at each of two junior high schools (grades 6-8) in Illinois. Analysis of the data revealed…